Background
Baron Cohen
Pozzulo
Andrade
Bonus Mystery round
100
Identify the Research Method of all three studies.
Lab...Lab...Lab
100
State the Dependent variables
-Eye test scores
-AQ scores
100
In the target absent condition, how did the children compare to the adults?
children had a significantly lower correct rejection rate for the familiar cartoon characters compared to adults.
100
Explain one application to every day life.
The study’s findings suggest that doodling can be integrated into learning strategies to keep students engaged during passive learning activities, such as listening to lectures or watching educational videos.
Educators might encourage doodling as a way to maintain focus, particularly for students who struggle with attention.
100
Name this princess.
Pocahontas
200
Explain what a false positive and a false negative are
a false positive response (incorrectly choosing a foil)
a false negative (incorrectly stating that the suspect the is absent).
200
State one result
Participant in the four groups did not differ in the number of words in the glossary that they were unsure of, and in all participants, the number of words checked did not exceed two.
The AS/HFA group performed significantly worse than the other the groups in the eyes test.
In general, females scored better than males.
The AS/HFA group scored higher on the AQ than other groups.
The distribution of scored for the eyes test formed a normal bell curve.
200
State the 3 IV's and how they were operationalised.
•Age – young children vs adults
•Nature of target faces – familiar cartoon characters vs unfamiliar human faces
•Type of line-up – target-present of target-absent
200
Explain what a dual task design is, giving an example from andrade.
Dual-task designs are used to study divided attention, where mental effort is split between two or more tasks. Typically, there’s a primary task, which is the main task the participant is supposed to focus on. The secondary task is the concurrent task, which is done simultaneously with the primary task. In the Andrade study, the primary task was monitoring a telephone message, and the concurrent task was doodling.
200
In netball, what do the letters GA stand for?
Goal Attack
300
Describe the two assumptions of the Cognitive Approach
1.Information is processed through the same route in all humans: input – process – output, in a similar way to how information is processed in a computer.
2.People have individual differences in their cognitive processing, such as attention, language, thinking and memory. These processes can also help explain behaviour and emotion.
300
Evaluate the study in terms of applications to every day life.
Weakness - Stimuli used (eyes) – static.
Do not reflect the processing of human emotions in real-life setting. Usually people use facial movements & verbal & non-verbal cues to detect emotions of other people.
Reduces mundane realism of the test – measurements taken do not reflect a person’s real-world ability to determine the mental state of another person
300
Who was in the four videos, and what were they doing?
Dora – speaking to audience
Diego – putting on safety loves
Woman – brushing her hair
Man – putting on his coat
300
State three things about the sample.
The participants were recruited from a university and were between the ages of 18 and 55 years. The sample was 40 participants who were members of the Medical Research Council of the Applied Psychology Unit.
The study had a gender imbalance, with a higher number of female (35) participants than male (5).
In each experimental condition, there were 20 participants. 18 females and 2 males were in the control group. 17 females and 3 males were in the doodling (experimental) group.
The participants were a volunteer sample and were recruited after completing another, unrelated study at the same research facility.
300
There are two animals on the Australian 50cent piece. Name one of them
Emu or Kangaroo
400
Describe the Psychology Being investigated of Baron-Cohen
Theory of mind: refers to the ability to determine the mental state of another person or ourselves, otherwise known as 'mentalising'; It refers to a person's ability to put oneself in the position of someone else
Social sensitivity: How effectively an individual can identify, understand and respect the feelings and views of another person during social interactions; A person with a high level of social sensitivity is aware of social cues and can respond Appropriately.
400
Identify the four groups of the sample and how they differ
Group 1 comprised adults with AS or HFA.
Group 2 comprised normal adults drawn from adult community and education classes in Exeter, or from public library users in Cambridge.
Group 3 comprised normal adult students all studying for undergraduate degrees in Cambridge University. They were assumed to have a high IQ.
Group 4 comprised randomly selected individuals in the general population who were IQ matched with Group 1
400
State the average identification rate for human faces.
Children had an average correct identification rate of 0.23 for human faces,
while adults had a significantly higher rate of 0.66.
400
They used counterbalancing. Explain what they counterbalanced and why.
Counterbalancing was used to control for order effects with regards to the dependent variable.
Half the participants recalled names first and then places, while the other half recalled places first and then names.
This ensured that the order of the memory recall task did not affect the results
400
What is the last sign in the astrological cycle?
Pisces
500
Explain how each study links to the cognitive approach.
Andrade: The study explored the way we process information, which is input, process, and output. Differences between people can be attributed to individual patterns of cognition
Baron Cohen: focuses on how we process information - in this case our ability to understand others mental states.
Pozzulo: Memory - This aligns with the cognitive approach's focus on understanding how mental processes like memory, perception, and decision-making affect behavior
500
There were 8 problems with the original 'seeing eyes' test.
Identify 3 of them and how they fixed them.
Problem 1: Forced choice format p=0.5. Significant range too narrow, only 17+ 1997 out of 25 is above chance (binomial test).
Solution: More questions. Increased the number of questions from 25 to 36 2001 expanded the number of answer options. 2 to 4 (p=0.25).
Problem 2: Parents of AS children ≈ AS/HFA adults. Narrow range can’t distinguish “broader phenotype” vs. condition itself.
Solution: As above. This increases the range of scores to be able to distinguish between someone with the “lesser variant”/ “broader phenotype”
Problem 3: Ceiling effects – consistently high scores
Solution: 13+ out of 36 would be above chance. Range of 13-36 in which to reveal differences.
Problem 4: Test used complex and basic emotions.
Solution: Test used only complex emotions.
Problem 5: Some items linked to gaze direction, e.g. “noticing”, “ignoring”.
Solution: Items eliminated.
Problem 6: More ♀ faces than ♂.
Solution: Equal: 18♀ 18♂
Problem 7: target and foil were semantic opposites. Too easy.
Solution: 3 foils have similar emotional valence.
Problem 8: Comprehension problems?
Solution: Provided a glossary.
500
Explain why reliability is both a strength and a weakness with evidence
Strength - standardised procedure and instructions, which means the study can be easily replicated.
All ppts:
•told to watch carefully as there would be questions afterwards and pictures to look at.
•completed a two-minute filler task, answering the researcher's open questions about what they remembered.
•Given the same instructions about identifying the target, including the fact that 'the person may or may not be in the line-up’.
Weakness - researchers did not ask everyone the exact same questions as part of the two-minute filler task; some people were asked two questions and some were asked three questions
500
Describe the materials that were used in both the ‘doodling’ condition and the ‘control’ condition
Doodling Group: Participants were given an A4 sheet of paper with alternating rows of 10 squares and circles, each about 1 cm in diameter. They were instructed to shade in the shapes while listening to the message and were told this was to relieve boredom, with no emphasis on neatness or speed. They were also given a 4.5 cm margin on the left side of the paper to write down the names.
Control Group: Participants were given a standard A4 sheet of lined paper and a pencil. They were not given any doodling instructions.
500
What starts with 'T', ends with 'T' and is filled with 'T'?
Teapot!